한국인 영어 학습자 구어 코퍼스: 설계와 구축

정채관 ( Jung¸ Chae Kwan ) 한국외국어대학교 외국어교육연구소 2021 외국어교육연구 Vol.35 No.3

본 연구는 한국인 영어 학습자의 영어 말하기 사용 양상을 이해하기 위해 국내 최초로 설계하고 구축한 대규모 공개형 영어 학습자 구어 코퍼스에 관한 소개이다. 본 연구에서는 국내 10개 대학의 대학생과 만 20세 이상 한국인 성인 영어 학습자 300명 이상을 대상으로 실시간 온라인 화상회의 시스템을 사용하여 듣고 요약하여 말하기와 읽고 요약하여 평가를 각각 실시한 후, 유럽 공통 언어 기준(Common European Framework of Reference for Languages, CEFR)을 바탕으로 연구 참여자의 영어 말하기 등급을 A1, A2, B1, B2, C1, C2 6등급으로 구분하였다. 평가는 교육경력 5년 이상의 영어 원어민 3인이 교차 검토를 통해 결과를 검증하였고, 이후 연구 참여자의 음성 파일을 전사하여 텍스트화 하였다. 이상과 같은 과정을 거쳐 참여 인원 237명, 총 474개의 텍스트, 36,588 토큰, 1,799개 타입을 포함하는 의 한국인 영어 학습자 구어 코퍼스(Korean English Learners’ Spoken Corpus, KELSC)가 완성되었다. KELSC에는 특정 대학이 아닌 국내 10개 대학의 재학생과 성인이 참여하였고, 시험 상황에서 인터넷이나 영어 사전 등 보조 수단이나 도구의 도움 없이 한국인 영어 학습자가 실시간으로 발화하는 것을 채집한 국내 최초의 공개형 한국인 영어 학습자 구어 코퍼스이다. KELSC가 우리나라 영어 학습자의 영어 말하기 상황을 이해하는 데 도움이 되길 희망하며, 이를 위해 KELSC를 국립인천대학교 코퍼스연구소 홈페이지를 통해 무료로 다운로드 받을 수 있게 할 예정이다. This study is an introduction to the first large-scale public English learners’ spoken corpus designed and built in Korea to understand aspects of Korean learners’ use of English-speaking patterns. Over 300 ordinary Korean adults and students from 10 universities participated in this study; their English-speaking performances were recorded using a real-time online video conferencing system. The results were evaluated based on the Common European Framework of Reference for Languages (CEFR) and their English-speaking was assessed on a scale with six grades: A1, A2, B1, B2, C1, and C2. For evaluation, the results were verified through cross-examination by three native English speakers with over five years teaching experience at university level. The participants’ voice files were transcribed using MS Word 2019 and converted into plain text using Notepad++ v8.1.1. Through this process, the Korean English Learners’ Spoken Corpus (KELSC, 켈스크), which involves 237 participants, 474 texts, 36,588 tokens, and 1,799 types, was completed. KELSC is the first Korean English learners’ spoken corpus in Korea to collect the real-time utterances of Korean English learners without the help of an English dictionary or the Internet, allowing it to be used in many ways for research purposes. KELSC will be available for free download if a user agrees to the terms of use through the website of the Institute for Corpus Research, Incheon National University.

영어권, 중국어권 학습자의 한국어 모음 지각 -모국어와 목표 언어 간의 음향 자질의 유사성과 한국어 경험의 효과 중심으로-

류나영 국제한국어교육학회 2018 한국어 교육 Vol.29 No.1

This paper investigates how adult Mandarin- and English- speaking learners of Korean perceive Korean vowels, with focus on the effect of the first language (L1) and the second language (L2) acoustic relationship, as well as the influence of Korean language experience. For this study, native Mandarin and Canadian English speakers who have learned Korean as a foreign language, as well as a control group of native Korean speakers, participated in two experiments. Experiment 1 was designed to examine acoustic similarities between Korean and English vowels, as well as Korean and Mandarin vowels to predict which Korean vowels are relatively easy, or difficult for L2 learners to perceive. The linear discriminant analysis (Klecka, 1980) based on their L1–L2 acoustic similarity predicted that L2 Mandarin learners would have perceptual difficulty rankings for Korean vowels as follows: (the easiest) /i, a, e/ >> /ɨ, ʌ, o, u/ (most difficult), whereas L2 English learners would have perceptual difficulty rankings for Korean vowels as follows: (the easiest) /i, a, e, ɨ, ʌ/ >> /o, u/ (most difficult). The goal of Experiment 2 was to test how accurately L2 Mandarin and English learners perceive Korean vowels /ɨ, ʌ, o, u/ which are considered to be difficult for L2 learners. The results of a mixed-effects logistic model revealed that English listeners showed higher identification accuracy for Korean vowels than Mandarin listeners, indicating that having a larger L1 vowel inventory than the L2 facilitates L2 vowel perception. However, both groups have the same ranking of Korean vowel perceptual difficulty: ɨ > ʌ > u > o. This finding indicates that adult learners of Korean can perceive the new vowel /ɨ/, which does not exist in their L1, more accurately than the vowel /o/, which is acoustically similar to vowels in their L1, suggesting that L2 learners are more likely to establish additional phonetic categories for new vowels. In terms of the influence of experience with L2, it was found that identification accuracy increases as Korean language experience rises. In other words, the more experienced English and Mandarin learners of Korean are, the more likely they are to have better identification accuracy in Korean vowels than less experienced learners of Korean. Moreover, there is no interaction between L1 background and L2 experience, showing that identification accuracy of Korean vowels is higher as Korean language experience increases regardless of their L1 background. Overall, these findings of the two experiments demonstrated that acoustic similarity between L1 and L2 sounds using the LDA model can partially predict perceptual difficulty in L2 acquisition, indicating that other factors such as perceptual similarity between L1 and L2, the merge of Korean /o/ and /u/ may also influence their Korean vowel perception.

영어권 한국어 고급학습자의 칭찬 응답 화행 연구

이하나 이화여자대학교 교육대학원 2006 이화교육논총 Vol.16 No.-

This study compares the ELK(English-speaking Learners of Korean)'s compliment-response speech act strategy actualizing aspect with the KNS(Korean Native Speakers)' and ENS(English Native Speakers)' compliment-response speech act strategy, and then analyzes the ELK's response to the other two groups' strategies to determine whether they are the same or different in their aspects. This study's premise is that Korean language compliments-response speech act would be expressed differently from that of the English language, and so set forth on the hypothesis that the ELK's compliment-response strategy would be closer to ENS than to KNS. This means that the learners' linguistic fluency of the target language is more advanced than their knowledge of the target language's usage norms. So if the hypothesis is true, it means that the need for cultural education in compliment-response education for ELK is high. Chapter 1 suggests the need for this study, purpose and significance and lays out the study's hypothesis, It briefly cites of preceding studies on the compliment-response speech act and on the speech act of giving compliments because the compliment-response depends on the compliment. Chapter 2 researches the adjacency pair theory, which includes the concepts of preference organization and non-preference organization, and cross-cultural theory. Chapter 3 describes the method and process of this study for proving this hypothesis. This study verified its objectivity through administering SAQ, for which was made by 12 compliment situations, to the ENS and KNS. Based on the results of the SAQ, the researcher created the DCT, which consisted of 11 hypothetical situations. To ensure high validity and objectivity, a pretest was implemented twice before this experiment. The analyzing frame of Herbert(1990) was used as a basis for this study, but to adapt it to this study a few revisions were made. Chapter 4 analyzes the results of these experiments. First, 3 groups' compliment-response strategy aspects were compared and analyzed as per 11 situations. Then their responses were analyzed separately by social variable, the degree of intimacy and social position, which were determined by this researcher, and then the responses were analyzed as a whole. ELK preferred the 'comment history' strategy when the complimenter was in a high social position and with low intimacy, but they showed a very low preference for the 'appreciation' strategy, which perceives a compliment positively, compared to KNS and ENS. The latter steins from the ELK's preconception that Koreans generally do not accept compliments, and that view seems to be extremely generalized. The researcher gathered learners' compliment-response through DCT and then asked the KNS through SAQ about their degree of acceptance, through this results, a list of Korean language compliment-response speech acts can be made. Chapter 5 summarizes the result of the study synthetically. KNS preferred the 'appreciation' strategy, which accepts compliments more positively when there is a low degree of intimacy and the complimenter is in a high social position, It seems the ELK worry that if they deny or refuse the compliment, they have to explain why, and then the speech would be longer, Preference for the 'appreciation' strategy, which can be of short speech, appeared prominent for the low intimacy and high social position situations. ENS used 'appreciation'. strategy in most situations much more frequently, and also preferred the 'comment history'. EKL implemented the low 'appreciation' strategy in most situations and preferred the 'negative acceptance' and 'non-agreement' strategy than ENS and KNS. This result seems to come from the learner's preconception that Koreans do not accept compliments. When synthesizing the above discussion, this study has the following importance: First, this study inspected the compliment-response speech act in the aspect of preference organization. The preceding studies tended to analyze the compliment-response speech act only, but this study consulted the preferable compliment-response of the Korean language and English language according to the situations, and contemplated aspects of the learner's response. Second, the subjects are English-speaking learners of high advanced Korean. Until now, most studies in this area were focused on the subjects of the Japanese and Chinese world, and the tendency was more pronounced when it involved advanced learners. But this study involves advanced Korean language learners in the English world an area in which few studies have been conducted. For this reason, the research is significant. Third, the compliment-response of the learners has been listed. These compliment-responses can provide the compliment-response speech act that suits Korean language norms for all learners of the Korean language as well as the English-speaking learners of Korean. In this respect, this study has value for teachers of Korean as a foreign language.

Production of English word-final /ɹl/ by Korean learners of English

유혜정 한국음운론학회 2023 음성·음운·형태론 연구 Vol.29 No.3

English has two liquid sounds, /ɹ/ and /l/, whereas Korean use only one liquid sound, /l/. Furthermore, English allows for the consonant cluster /ɹl/ in the coda position, while Korean does not permit any consonant clusters. This study investigated the acoustic characteristics of the English word-final /ɹl/ cluster as produced by Korean learners of English and compared them with those of native speakers of American English. Several acoustic parameters were measured, including the duration of vocalic nuclei containing the /ɹl/ cluster and the preceding vowel, and three formants (F1, F2, and F3) at specific intervals (5%, 10%, 20%, 30%, 40%, 50%, 60%, 70%, 80%, 90%, and 95%) throughout the vocalic nuclei. While English speakers always produced the two liquids /ɹ/ and /l/ within the /ɹl/ cluster, Korean learners did not always exhibit them. Overall, Korean learners produced [ɹ] more frequently, followed by [ɹl] and [l]. Furthermore, a correlation was also found between English proficiency and the production of /ɹl/ cluster. Korean learners with advanced English proficiency produced [ɹl] more frequently than those with intermediate English proficiency. In addition, English speakers tended to produce an ɹ-colored vowel and [l] more frequently than the sequence [ɹ] and [l]. This pattern was also observed in Korean learners with advanced English proficiency. While Korean learners at advanced English level tended to produce a dark [ɫ] in the /ɹl/ cluster, similar to English speakers, Korean learners at intermediate English level did not do so.

A Study on the Use of Types of Present Perfect by Korean Adult Learners of English

한진희 한국현대영어영문학회 2022 현대영어영문학 Vol.66 No.3

This study aims to analyze the usage of the four sub-types of the English present perfect. Korean English learners tend to use the simple past when expected to use the present perfect. This study investigates which sub-types of the English present perfect Korean English learners find particularly difficult to use. The results show that Korean English learners are not very good at using all of the sub-types of the present perfect. In particular, they have difficulty using the present perfect functioned as Perfect of Result. Also, they tend to use the present perfect correctly at a relatively high rate when temporal adverbials appear in the sentence. However, they seem to have trouble using the present perfect, and they tend to use the simple past instead when there are no temporal adverbials. The findings have two implications. One is that Korean English learners show different levels of understanding depending on the sub-types of the English present perfect. The other is that Korean English learners tend to acquire the English present perfect more easily when temporal adverbials are present. This study is conducted only for Korean English learners. I hope for further research which compares Korean English learners and English native speakers.

The realization of English rhythm by Busan Korean speakers

Wook Kyung Choe 한국음성학회 2019 말소리와 음성과학 Vol.11 No.4

The purpose of the current study is to investigate the realization of speech rhythm in English as spoken by Korean learners of English. The study particularly aims to examine the rhythm metrics of English read speech by learners who speak Busan or the South Kyungsang dialect of Korean. Twenty-four learners whose L1 is Busan Korean and eight native speakers of English read a passage wherein five sentences were segmented and labeled as vocalic and intervocalic intervals. Various rhythm metrics such as %V, Varcos, and Pairwise Variability Indexes (PVIs) were calculated. The results show that Korean learners read English sentences with significantly more vocalic and consonantal intervals at a slower speech rate than native English speakers. The analyses of rhythm metrics revealed that when the speech rate was not normalized, Korean learners’ English showed more variability in the length of consonantal and vocalic intervals. However, speech-rate-normalized rhythm metrics for vocalic intervals indicated that Korean learners transferred their L1 rhythmic structures (a syllable-timed language) into their L2 speech (a stress-timed language). Overall, the results suggest that Korean learners’ English reflects the rhythmic characteristics of their L1. The effect of the learners’ L1 dialect on the realization of L2 speech rhythm is also speculated.

영어권 한국어 학습자의 조사 오류에 대한 계량적 연구- 국립국어원 '한국어 학습자 말뭉치'를 대상으로 -

장석배 연세대학교 언어정보연구원 2019 언어사실과 관점 Vol.47 No.-

The purpose of this research is to analyze the particle errors of English-speaking Korean learners and to investigate the statistical features of the particle errors using Error-annotated Korean Learners’ Corpus. The Korean Learners’ Corpus is very useful learner language data for both Korean teachers and Korean learners. Specifically, Error-Annotated Korean Learners’ Corpus is extremely valuable since it provides detailed analysis and feedback for each error. The analysis of English-speaking Korean learner data shows that particle errors are occurring across all levels of Korean learners and it shows that Korean teachers and learners should focus on how to reduce particle errors. Korean learners and teachers need to focus on subject (i/ga), object (eul/leul), topic (eun/neun) and locative/adverbial (e and eseo) particles more because these particles account for 64.41% of total particle errors. Specifically, Replacement and Omission are the most frequent and the second most frequent particle error types respectively and they account for 86.74% of total particle errors. Particle errors needs to be looked at from a larger perspective to find out better solutions to reduce them, because particles are closely related to verbs, nouns and syntactic structures. Once a bigger annotated corpus is available, we may be able to extract not only erroneous particles but also related verbs and nouns, and figure out what causes the particle errors and how to reduce them. The results could be used to provide better feedback to Korean learners and to develop better textbooks and curriculum.

한영 병렬말뭉치를 활용한 속격관계절의 대조

최은지 민족어문학회 2024 어문논집 Vol.- No.100

본고에서는 한영 병렬말뭉치에서 영어의 속격관계절과 그에 대응되는 한국어 문장 을 대조하여 살펴보고자 한다. 속격관계절은 관형어를 핵명사로 하는 관계절을 말한다. 영어에서는 통사적으로 비교적 자유롭게 관형어를 핵명사로 하는 관계절 생성이 가능 하지만 한국어에서는 속격관계절의 형성에 여러 제약이 존재한다. 이에 한영 병렬말뭉 치를 살펴봄으로써 영어권 한국어 학습자들에게 속격관계절과 관련된 대조언어적인 정보를 제공할 수 있을 것으로 보았다. 한국어와 영어의 속격관계절의 대조를 위해 147,795개의 문장 쌍으로 이루어진 한영 병렬말뭉치에서 영어의 속격관계절로 번역된 한영 문장의 쌍 768개를 대조하여 분석하였다. 분석 결과 영어의 속격관계절과 그에 대응되는 한국어가 속격관계절을 보이는 것은 24.1%에 불과했다. 영어의 속격관계절 은 한국어에서 다양한 형식과 대응되었는데, 본고에서는 이를 세 가지 유형으로 분류 하였다. 첫 번째 유형은 영어의 속격관계절과 한국어의 속격관계절이 대응되는 경우, 두 번째 유형은 영어의 속격관계절과 한국어의 속격관계절을 제외한 여타의 관계절이 대응되는 경우, 세 번째 유형은 영어의 속격관계절과 한국어의 비관계절이 대응하는 경우였다. 한국어와 영어의 속격관계절은 그 세부 유형 중에서 주어속격관계절 유형이 압도적으로 많이 나타났다. 영어의 속격관계절이 한국어에서 같은 유형으로 대응되지 않는 것은 수동문 활용, 일반주어나 무주어의 사용, 한자어와 같은 어휘 표현에서의 차이때문이라고할수있다. 또한한국어에서어떤대상에대한부가적인설명을접속문 의 절로서 서술하는 경우, 그것이 영어의 비한정 속격관계절로 나타나는 사례가 많다 는것도볼수있었다. 이연구의결과는영어를모국어로하는한국어학습자들이속 격관계절과 관련된 언어 간의 간극을 채워나갈 수 있도록 도움을 줄 수 있을 것으로 기대된다. This study aims to examine the Korean structure corresponding to English genitive relative clauses by comparing and examining Korean sentences translated into English genitive relative clauses (GEN RC) in the Korean-English parallel corpus. GEN RC is a relative clause that uses an adjective as a nuclear noun. In English, it is relatively free syntactically to create GEN RE, but in Korean, there are several restrictions on the formation of GEN RC. Accordingly, it was believed that by examining how it appears in Korean, it would be possible to provide contrastive linguistic information related to GEN RC to English-speaking Korean learners. To compare GEN RC between Korean and English, 768 pairs of Korean-English sentences were analyzed by comparing them from the Korean-English parallel corpus consisting of 147,795 sentence pairs. As a result of the analysis, only 24.1% of English GEN RC and their Korean counterparts showed GEN RC. GEN RC in English correspond to various forms in Korean, and in this paper, they are classified into three types. The first type is that English GEN RC correspond to Korean GEN RC, the second type is that English GEN RC correspond with Korean RC except GEN RC, and the third type is that English GEN RC correspond with Korean non-RC. Among the detailed types of GEN RCs in Korean and English, the subject-genitive type appeared overwhelmingly. The reason why genitive relative clauses in English do not correspond to the same type in Korean is mainly due to the bias in the use of passive sentences, the phenomenon of avoidance of general subjects or non-subjects in English, and differences in lexical expressions such as Chinese characters. Additionally, in Korean, when an additional explanation of an object is described as a clause in a conjunction, it was seen that there are many cases where it appears as an indefinite GEN-RC in English. The results of this study are expected to help Korean learners whose native language is English fill the gap between languages related to GEN-RC.

영어와 한국어 외국어 학습자의 의사소통 발화 행위에서의 담화표지의 문화적 양상

박은정(Park Eun Jung) 한국외국어대학교 영미연구소 2017 영미연구 Vol.39 No.-

본 연구는, 제2외국어로서 영어 학습 능률에서 담화표지는 문화적 행위로 간주되는 측면이 많다는 가정 하에 영어와 한국어 각각의 담화표지에 대한 고찰이다. 연구 결과도 역시 제2영어를 하는 한국대학생들에게 영어의 담화표지는 어색하고 발화행위 분포가 고르지 못하다는 점을 밝힌다. 한국어 모국어 화자는 담화표지를 많이 하지 않지 만, 영어를 모국어로 하는 한국어 제2언어 학습자는 발화행위에서 평균 이상으로 많이 담화표지를 한다는 결론이다. 이에 대한 비교 분석의 그래프를 통해 담화표지의 종류와 발화 횟수, 퍼센티지를 비교분석 한다. 결과적으로 본 논문에서는 영어의 담화표 지는 영어 모국어 화자에게는 하나의 문화행위로서 자연스럽게 따라오는 언어행위의 문화적 양태로 결론지을 수 있으며, 한국어의 담화표지는 말을 잘 할 때 담화표지의 수와 종류가 줄어드는 것을 발견했다. 때문에 한국어 유창성과 한국어 담화표지는 반비례한다고 할 수 있지만, 영어모국어 화자로서 제2 한국어 학습자는 유난히 한국어의 담화표지를 많이 함으로써 그들의 문화 발화행위의 단면을 발견하게 된다. 한국어 담화표지에 대한 학습은 외국어로서의 한국어 교육에는 굳이 필요하지 않지만, 영어를 배우는 제2영어 학습자에게는 영어의 담화표지 학습이 필요함을 도출한다. Despite the important role discourse markers play in everyday native spoken interactions, there are only few spoken corpus-based studies on how Korean speakers use English discourse markers, particularly in their spontaneous English communication. On the other hand, English native speakers tend to use corpus-based Korean discourse markers. Using a speech task that encourages spontaneous English conversations by Korean speakers, this paper elicits the forms, relative frequencies, and usage of English discourse markers. Researching both the usage of English and Korean discourse markers by non-natives, this paper indicates that Korean ESL learners use limited and less variety of discourse markers compared with English native speakers. This paper shows that Korean speakers’ usage of certain English discourse markers may be quantitatively and qualitatively different from the typical native usage. It is relatively natural that English native speakers use yeah (어, 음) of Korean discourse markers in the act of Korean speeches. It is concluded that English discourse markers need to be taught in both explicit and implicit manners in classroom settings. It is significant, since the proper use of discourse markers plays a significant role in enabling Korean speakers to communicate in English in a more situationally and culturally appropriate manner. However, Korean discourse markers are less important for English TOPIK learners in Korean communication.

영어권 학습자를 위한 한국어 비음동화 발음교육 연구

정다솜 한국어문화교육학회 2014 한국어문화교육 Vol.8 No.1

벼리】이 연구의 목적은 영어권 학습자의 비음동화 발음 실태를 살 펴보고 오류 분석을 통한 비음동화 발음 교육 방안을 마련하는데 있 다. 비음동화 환경이 포함된 문장을 영어권 학습자에게 제시하고 발 화를 녹음하여 분석하였다. 녹음된 자료를 바탕으로 환경별 비음동화 발음 오류를 분석하였다. 오류 분석 결과를 바탕으로 통합형 한국어 비음동화 교육방안을 마련하였다. The purpose of this study is to suggest an appropriate teaching plan for nasal assimilation aiming at English-spoken Korean language learners through overtaking analysis on erroneous Korea nasal assimilation pronunciation attempted by those learners from contrastive linguistic perspectives. In the second chapter, I am going to examine both one difference between English and Korea syllable structure and the other difference between assimilations of those two languages in order to find difference between Korea and English nasal assimilation. Through this process, it was possible to predict English-spoken learner’s erroneous pronunciation. In the third chapter, I am going to conduct analysis on erroneous pronunciation through testing English-spoken learners’ Korean nasal assimilation pronunciation. Korean nasal assimilation environment can be largely categorized into three parts: bilabial consonant, alveolar consonant, and soft palatal consonant. Examination paper is constructed varied depending on learning level: beginner and intermediate level. Then analysis is conducted individually on erroneous pronunciation by learning level. The analysis of the result is jointly conducted by author of this study and the other two Korean language teachers with sufficient experience of field teaching. We successfully verified reasons for erroneous Korean nasal assimilation pronunciation varied depending on learning level and different phonological condition. Depending on learning level, erroneous pronunciation frequency is found to be relatively higher for beginner level learners than intermediate levellearners. Meanwhile, depending on phonological condition, erroneous pronunciation frequency for other phonological samples is found to be higher for soft palatal consonant, alveolar consonant, and bilabial consonant in order described. Based on this result of test, I am going to suggest an appropriate teaching plan for Korean nasal assimilation aiming at English-spoken Korean language learners in the fourth chapter. Then, I am also going to define phonological prerequisites for awareness of nasal assimilation pronunciation. Given a finding that frequency is varied depending on phonological condition, I claimed that nasal assimilation should be required to be introduced in order of bilabial consonant, alveolar consonant, soft palatal consonant to those English-spoken Korean language learners. And I suggested an integrated teaching method model for Korean nasal assimilation with five phases categorized. This integrated Korean language class is composed of five applicable learning phases: diagnosing with models, listening to spoken words, understanding principle of nasal assimilation, practicing nasal assimilation, and internalization of law of nasal assimilation. Based on such a teaching method model, I created an integrated teaching plan for Korean nasal assimilation. The integrated teaching plan for Korean nasal assimilation suggested in this study would be expected to be applicable to entire phases of Korean language class in order to improve English-spoken Korean language learners’ pronunciation availability. I investigated whether English-spoken Korean language leaners with beginner and intermediate level proficiency are able to pronounce Korean nasal assimilation in correct manner. In conclusion, further active study is required to be conducted over entire phases of teaching plan for Korean nasal assimilation through expanding scope of investigation into high level English-spoken Korean language learners.